Crebillo, Laarni P..

BEED 3A

Activity 11
1. Identify different social issues, needs, and demands that should be considered in
the curriculum.

 In such competitive world, education is a very significant tool for every

person to succeed in life. Education can be related to homework help is must for
both women and men equally as both together make an educated and healthy
society. For me, the sicial issues that should be considered in curriculum are the;
Classroom racism. Racism is a social issue that is present in every aspect of
society, from business atmospheres to schools. ...
 Ethnic issues. ...
 Unequal opportunity. ...
 Economy. ...
 Cultural issues. ...
 Ethical issues. ...
 Gender issues. ...
 Substance abuse.

2. Discuss how these social issues, needs, and demands may influence the
curriculum in terms of:

• Aims, goals and objectives – In this element which is refer to the aim goal
and objectives influence the curriculum implementing and adopting those aims,
goals and objectives. Every year school has a different goals and objectives.

• Content – In making content we need to ensure the quality or the good

format for making content make sure is well organized and influence it the
curriculum by giving instruction in making a better lesson plan, materials that will
be needed in teaching. Curriculum can use it as a guide to become more effectives.
• Learning Experiences – Experience influence curriculum through
experiences of the students. The students helps to discover new things by exploring
and going out to the comfort zone. Field trip is one of the best example of this it
also one of the strategy of teaching method.

• Evaluation – The process of measuring and judging the extent to which the
planned courses, programmes, learning activities and opportunities as expressed in
the formal curriculum actually produce the expected results.

Activity 12 Reflect on and address the following:

1. Identify Learners’ needs and issues that should be considered in curriculum

development.

*have their learners needs addressed from the beginning through relevant and
consistent programmes.
*work at their own pace
* work towards goal and face challenges that encourage them to develop to their
full potential

2. Discuss how learners’ needs, learning and thinking styles, and issues are
considered in the curriculum specifically in the following curriculum elements:

• Aims, goals and objectives – In this elements which is refer to the aim goal
and objectives influence the curriculum by implementing and adopting those aims,
goals and objective. Every year school has a different goals and objectives

• Content – In making content we need to ensure the quality or the good

format for making content make sure is well organized and influence it the
curriculum by giving instruction in making a better lesson plan, materials that will
be needed in teaching. Curriculum can use it as a guide to become more effectives.

• Learning Experiences – Experience influence curriculum through

experiences of the students. The students helps to discover new things by exploring
and going out to the comfort zone. Field trip is one of the best example of this it
also one of the strategy of teaching method.
• Evaluation - The process of measuring and judging the extent to which the
planned courses, programmes, learning activities and opportunities as expressed in
the formal curriculum actually produce the expected results.

Activity 13. Reflect on and address the following:

1. Examine the K-12 Basic Education Curriculum. Identify the different learning
areas, subjects, and courses included in the curriculum

Examine the K-12 Basic Education Curriculum. Identify the different learning
areas, subjects, and courses included in the curriculum
Learning Areas under the Core Curriculum:
1. Languages
2. Literature
3. Communication
4. Mathematics
5. Philosophy
6. Natural Sciences
7. Social Sciences
Kindergarten learning areas:
1. Alphabets
2. Numbers
3. Shapes
4. Colors
Subjects:
1. Mother Tongue
2. Filipino
3. English
4. Mathematics
5. Science
6. Araling Panlipunan
7. Edukasyon sa Pagpapakatao (EsP)
8. Music
9. Arts
10. Physical Education
11. Health
12. Edukasyong Pantahanan at Pangkabuhayan (EPP)
13. Technology and Livelihood Education (TLE)
Courses:
I. Academic Track:
1. Business, Accountancy, Management (BAM) or Accountancy and
Business Management (ABM)
2. Humanities, Education, Social Sciences (HESS) or Humanities and Social
Sciences (HUMSS)
3. Science, Technology, Engineering, Mathematics (STEM).
II. Technical-Vocational-Livelihood
1. Agri-Fishery
2. Home economics
3. ICT
4. Industrial Arts
5. TVL Maritime
III. Sports
IV. Arts and Design

2. Identify different skills, processes, values and concepts that are important to
learn in each subject.

1. Mother Tongue
Skills: Listening, Speaking, reading, writing
Processes: two-track method
Values: Valuing the home language/culture
Concepts: critical thinking, oral competence, confidence, knowledge of language
structure, reading and creative writing

2. Mathematics
Skills: Critical Thinking and Problem solving
Processes: knowing and understanding; estimating, computing and solving;
visualizing and modelling; representing and communicating; conjecturing,
reasoning, proving and decision-making; and applying and connecting. Well-
defined set of high-level skills and processes, desirable values and attitudes, and
appropriate tools.
Values: accuracy, creativity, objectivity, perseverance, and productivity
Concepts: Mathematics is one subject that pervades life at any age and in any
circumstance. Thus, its value goes beyond the classroom and the school.
Mathematics as a school subject, therefore, must be learned comprehensively and
with much depth.

3. Filipino
Skills: Pakikinig, Pagbasa, Pagsulat, Pagsasalita, Panonood.
Processes: Cooperative Learning, Discovery Learning, (Interactive/Integrated
Learning, Basic Interpersonal Communication Skills-BICS at Cognitive Academic
Language Proficiency Skills-CALPS
Concepts: kakayahang komunikatibo, replektibo / mapanuring pag-iisip at,
pagpapahalagang pampanitikan

4. English
Skills: Listening Speaking and Viewing, Reading Viewing and Responding, and
Writing and Representing
Processes: contextualization, interaction, integration, construction, spiral
progression
Values: understanding language, understanding culture, process and strategies
Concepts: interacting with others, understanding and learning other content areas,
and fending for themselves in whatever field of endeavour they may engage in.

5. Science
Skills: Scientific, Technological and Environmental Literacy
Processes: multi/interdisciplinary approach, science technology-society approach,
contextual learning, problem/issue-based learning, and inquiry-based approach.
Values: to solve problems critically, innovate beneficial products, protect the
environment and conserve resources, enhance the integrity and wellness of people,
make informed decisions, and engage in discussions of relevant issues that involve
science, technology, and environment
Concepts: Demonstrating scientific inquiry skills, understanding and applying
scientific knowledge, developing and demonstrating scientific attitudes and values.

6. Araling Panlipunan
Skills: Pagsisiyasat, pagsusuri at interpretasyon ng datos, pagsusuri at
interpretasyon ng impormasyon, pagsasaliksik, komuniskasyon, pagtupad sa
pamantayang pang-etika
Processes: Makaalam, Maging Ganap, Makapamuhay, Makagawa
Values: mamamayang mapanuri, mapagmuni, responsable, produktibo,
makakalikasan, makabansa, at makatao, na may pambansa at pandaigdigang
pananaw at pagpapahalaga sa mga usapin sa lipunan sa nakaraan at kasalukuyan,
tungo sa pagpanday ng kinabukasan.
Concepts: Ang Araling Panlipunan ay pag-aaral ng mga tao at grupo, komunidad at
lipunan, kung paano sila namuhay at namumuhay, ang kanilang ugnayan at
interaksyon sa kapaligiran at sa isa’t isa, ang kanilang mga paniniwala at kultura,
upang makabuo ng pagkakakilanlan bilang Pilipino, tao at miyembro ng lipunan at
mundo at maunawaan ang sariling lipunan at ang daigidig, gamit ang mga
kasanayan sa pagsasaliksik, pagsisiyasat, mapanuri at malikhaing pag-iisip,
matalinong pagpapasya, likaskayang paggamit ng pinagkukunang-yaman, at
mabisang komunikasyon.

7. Edukasyon sa Pagpapakatao
Skills: pag-unawa, pagninilay, pagsangguni, pagpapasiya at pagkilos
Processes: Makaalam, Maging Ganap, Makapamuhay, Makagawa
Values: Kalusugan at Pakikiisa sa Kalikasan, Katotohanan at Paggalang,
Pagmamahal at Kabutihan, Ispiritwalidad, Kapayapaan at Katarungan, Likas-
kayang Pag-unlad, Pagkamaka-Pilipino at Pakikibahagi sa Pambansang Pagkakaisa
Concepts: Sa Edukasyon sa Pagpapakatao (EsP), ang palatandaan o batayang
kakayahan ng functional literacy ay nagpapasya at kumikilos nang mapanagutan
tungo sa kabutihang panlahat. Ibig sabihin, nilalayon ng EsP na linangin at
paunlarin ang pagkataong etikal ng mag-aaral. Ang EsP ay naglalayong gabayan
ang magaaral na mahanap / matagpuan ang kabuluhan ng kanyang buhay, ang
papel niya sa lipunang Pilipino upang makibahagi siya sa pagtatayo ng
pamayanang pinaiiral ang katotohanan, kalayaan, katarungan at pagmamahal.

8. Music and Arts

Skills: reading/analyzing, listening/observing, performing, (singing, using musical
instruments, movement, acting, and playing, using different art materials,
techniques and processes, responding, composing, and creating.
Processes: performance-based disciplines, effective learning occurs through active
experience, participation, and performance, creative expression, aesthetic
valuation, critical response, and interpretation
Values: Kalusugan at Pakikiisa sa Kalikasan, Katotohanan at Paggalang,
Pagmamahal at Kabutihan, Ispiritwalidad, Kapayapaan at Katarungan, Likas-
kayang Pag-unlad, Pagkamaka-Pilipino at Pakikibahagi sa Pambansang Pagkakaisa
Concepts: nurture and refine the learner’s artistic expression and cultural literacy,
and celebrate his/her national heritage, while it instils, within every individual
Filipino learner, pride in his/her own cultural identity

9. Physical Education
Skills: accessing, synthesizing and evaluating information, making informed
decisions, enhancing and advocating their own and others’ fitness and health
Processes: self-management, value, knowledge, skills and experiences in physical
activity participation in order to achieve and maintain health-related fitness, as well
as optimize health.
Values: self-regulated and self-directed. The knowledge, understanding and skills
underpin the competence, confidence and commitment required of all students to
live an active life for fitness and health.
Concepts: Move to learn is the context of physical activity as the means for
learning, while Learn to move embodies the learning of skills, and techniques and
the acquisition of understanding that are requisites to participation in a variety of
physical activities that include exercise, games, sports, dance and recreation.

10. Edukasyong Pantahanan At Pangkabuhayan (Epp)

Skills: technological proficiency and is anchored on knowledge and information,
entrepreneurial concepts, process and delivery, work values, and lifeskills
Processes: experiential, contextualized, and authentic teaching-learning process
Values: creativity, objectivity, perseverance, and productivity
Concepts: TLE that is focused on mastery of skills and processes without right
work values is anemic and dangerous. An effective TLE is one that is founded on
the cognitive, behavioral, or psychomotor and affective dimensions of human
development. Therefore teaching TLE means teaching facts, concepts, skills, and
values in their entirety.

11. Edukasyong Pantahanan At Pangkabuhayan (Epp)

Skills: technological proficiency and is anchored on knowledge and information,
entrepreneurial concepts, process and delivery, work values, and lifeskills
Processes: experiential, contextualized, and authentic teaching-learning process
Values: Makaalam, Maging Ganap, Makapamuhay, Makagawa
Concepts: TLE that is focused on mastery of skills and processes without right
work values is anemic and dangerous. An effective TLE is one that is founded on
the cognitive, behavioral, or psychomotor and affective dimensions of human
development. Therefore teaching TLE means teaching facts, concepts, skills, and
values in their entirety.

3. Identify Suggested Industry Skills and habits of minds that should be included to
enhance the curriculum.

Activity 14. Answers the following questions:

1. What are your school’s vision, mission, and core values?
Mission: Empowers each student through a well rounded experience and inspires a
love of lifelong learning. Vission: Our students will be confident and engaged
learners who lead through collaboration and compassion. Core Values: Curiosity,
Character, Community, Respect, Citizenship, Innovation, Excellence.

2. Discuss your own understanding of your school’s vision, mission, and core
values.
Help each child and family feel connected and valued. We believe that school
programs should promote kindness and cooperation to all members of the school
community, including students, parents , faculty and staff. We believe that a school
should help students become good citizens with a sense of responsibility and
respect for the others within the school community and throughout the world
beyond.

3. How are your school’s vision, mission, and core values reflected in your lessons
and school activities?
Should inspire a love of learning while promoting childrens social growth,
emotional growth, intellectual development and creativity. We believe that
children learn best in a positive environment with careful direction and guidance
from teachers who demonstrate caring and concern for each child.

4. How relevant are your school’s vision, mission, and core values to the needs of
the learners and the demands of the society?

We strive to promote a sense of community that helps each child and family feel
comnected and valued. We believe that school programs should promote kindness
and cooperation to all members of the school community, including students ,
parents faculty and staff.